Natural Approach

Communicative Language Teaching (CLT)

Audio-lingual Method (ALM)

Proposer/ advocator

Crashen & Terrell/ 1977

?/1972

Charles Fries /1939

Goals

Students can acquire Be able to communicate the target languages in a natural and communicative situation. with others in the target language in different situations

Be able to listen, speak, read, and write in the target language, with emphasis on listening and speaking

Mother Tongue

No mother tongue

Both mother tongue and target language

Less mother tongue

Merits 1.

Students acquire 1.

Students have the

1.

Students can learn target language in natural order: listening speakingreading writing.

the target language in opportunities to express a natural and easy way. 2. Teaching materials 2. are designed very well. Students ca their own thoughts and opinions. Students have the opportunities to communicate with each 2.

Students can speak the correct answers without thinking by overlearning.

acquire language from other in the classroom. easy to difficult, from 3. simple to complex, and from concrete to abstract. Students can learn the culture of the target language because the teaching materials are related to the social environments. 4. The communicative situation makes students reconstruct their knowledge and thoughts, so students can learn to fluently speak the target language more easily.

Limits 1.

Students may use 1. the target language fluently, but they cannot use it accurately.

Its difficult for a nonnative speaking teacher who is not very

1.

It fails to teach the longterm communicative proficiency. Structural linguistics didnt tell us everything about language that we

proficient in the target 2. language to teach effectively. Teacher

2.

Teachers should collect various

training and certification needed to know. 3. Its impossible and

teaching aids and use are needed. them appropriately. 2. 3. Special teaching

Students pronunciation unnecessary to teach and grammatical students without using native languages. Its boring for students to overlearn the drills and

designs is necessary knowledge is poor. for the students with 3. better abilities. It is difficult for teachers 4. to evaluate students

expression in the learning its tiring for teachers to process. Teaching Aids Visual aids, such as pictures, maps, (a)Interesting and meaningful materials, teach. Textbooks, drills, tapes, language labs

advertisement; games such as linguistic games, role plays, and problem solving materials. (b) Technologyfilms, videos, TV, computers, can be used as teaching aids.

Featur 1. es

5 important 1. hypothesis

Language learning is learning to communicate. The primary

1.

New material is presented in dialogue forms Theres dependence

A. the Acquisition- function of language is Learning H Students acquire language 2. for interactionand communication 2. . Classroom goals are focused on

onmimicry, memor ization of set phrases, andoverlearning.

subconsciously in all of the components the natural and communicative situations. B. the Monitor H Students may call 3. upon learned knowledge to correct themselves 4. when they ofcommunicative competence and not restricted to grammatical or linguistic competence Students learn to use the appropriate language forms in the different places. Communicative activities include functional 4. 3.

Structural patterns are taught using repetitive drills. Theres little or no grammatical explanation. Grammar is taught byinductive analog y explanation. There is much use oftapes, language labs, and visual

communicate, but communicative activities that conscious learning has only 5. this function. C. the Natural Order H The acquisition of grammatical structures proceeds in a 7. 6. and social interactionactivities. Teachers are assistants,guides, counselors 5. andgroup process managers. Students are expected to

interact with each otherrather than aids. with the teacher. Learners should take the responsibility of the failed 6. It is based on Behaviorist psychology. Students successful responses are

predictable order. communication. D. the Input (i+1) H 8. Students acquire Language is created by the individual through trial and

Hypothesis the AcquisitionLearning H

Definition Acquisition is a unconscious and intuitive process of constructing the system of a language. Learning refers to a process in which conscious rules about a language are developed. Learning cannot lead to acquisition.

the Monitor H

Conscious learning can function only as a monitor or editor that checks and repairs the output of the acquired system.

the Natural Order H

The acquisition of grammatical structures proceeds in a predictable order. Errors are signs of naturalistic developmental processes and during acquisition, similar developmental errors occur in learners, no matter what their mother tongue is.

the Input (i+1) H

People acquire language best by understanding input that is slightly beyond their current level of competence. If an acquirer is at stage or level i, the input (s)he understands should contain i+1. Input should neither be so far beyond their reach nor so close to their current stage. The ability to speak fluently cannot be taught directly; it emerges independently in time.

the Affective Filter H

The learners emotional state or attitudes as an adjustable filter that freely passes, impedes, or blocks input necessary to acquisition. Three kinds of affective or attitudinal variables are: (1) motivation, (2) self-confidence (3) anxiety. The best acquisition will occur in environments where anxiety is low and defensiveness absent.

Direct Method Similarity 1. It emphasized that the principles 1.

Natural Approach

It is believed to conform to the naturalistic principles found in successful second acquisition.

underlying the method were believed to conform to the principles of naturalistic language learning in young children. Difference DM focuses on: 1. 2. 3. 4. Teacher monologues Direct repetition Formal questions and answers Accurate production of target language 3. sentences 1. 2.

NA focuses on: Exposure input Optimizing emotional preparedness for learning Listening & Reading

Total Physical Response Community Language Learning (CLL) (TPR) Proposer/ advocator Goals Asher/ 1964 Be able to respond physically to the sentences made in the target language. Mother Tongue No mother tongue Both mother tongue and the target language Counseling Learning Method Curran/1961 To get the language competence and performance by asking questions.

Merits

1.

It provides rapid and1. rather permanent language gains on early 2. levels, so students can remember the learned vocabulary for a long time. 3.

Each student lowers the defenses that prevent open interpersonal communication. The anxiety caused by the educational context is lessened by means of the supportive community. The teachers presence is not perceived as a threat, but as a counselor.

2.

Students respond actively and feel interested in the learning processes.

3.

Its easy for teachers to teach students verbs.

Limits

1.

Its difficult to teach 1.

The counselor-teacher can be too

theabstract content with nondirective. Some intensive inductive TPR 2. struggle is a necessary component of second

Students pronunciation language learning. Learning by being told is is poor. much better. 2. Translation is an intricate and complex

3.

Teachers have to

doobvious actions carefu process that is often easier said then done. lly or students would be confused and be misled If subtle aspects of language are mistranslated, there could be a less than

by the unnecessary hints. effective understanding. 4. TPR has been an 3. The training is required for an ideal knower. (s)he would have a perfect command of the foreign language and would have to be professionally competent in both psychology and linguistics. 4. It has limitations in a large-group situation with one teacher. Theres a need for clients who speak a

experimental model with volunteer students; its,not useful for theinactive students. 5. TPR is especially

effective in the beginning levels of language 5.

proficiency, but then loses common language. its distinctiveness as learners advance in their competence. Teaching Aids No text. Body language and practical materials. Various materials for different purposes; colored coded signals; tapes; recorders

Features 1.

Based on 3 important 1. hypothesis:

The sense of belonging needed by both students and teachers.

(A) the Bio-program H

2.

Both teachers and students have the

Children, in learning their responsibility for the learning activity. first language, appear to 3. In a good knower-client relationship, there

do a lot of listening before quickly develops a warm, sympathetic attitude they speak, and their listening is accomplished by physical responses. (B) the Brain LateralizationH Motor activity is a rightbrain function that should 5. precede left-brain language processing speaking. (C) Reduction of Stress 6. H 4. of mutual trust and respect. The client emulates the language and person of the knower; the knower is fulfilled and enriched through the counseling-teaching experience. More important to learners is the freedom and initiative they are permitted. The most basic ingredient in CLL is a mutual interest, respect and concern of teachers for students and students for students. A group of ideas concerning the

An important condition for psychological requirements for successful successful language learning are collected under the acronym

learning is the absence of SARD. (S-security, A-attention and stress. 2. Imperativedrills are the major classroom activity in TPR. 3. Commands are easy 7. aggression, R-retention and reflection, Ddiscrimination) The teaching procedure:

(a) The students sit in a circle, and the teacher(s) is(are) outside the circle.

first, and then become (b) During the first stage, a tape recorder is more and more complex. 4. Students normally used. The only voices taped are those of the student-clients when they are

are listenersand perform speaking in the target language.

The Silent Way Proposer/ advocator Goals Gattegno/ 1972 Let students use the target language to express their own

Suggestopedia / Suggestology Lozanov/ 1978 Conduct the many negative suggestions or fears which inhibit

thoughts and feeling independently learning feelings of incompetence and develop the ability to correct their errors by themselves and fear of making mistakes, and make students learn the target language in a relaxing atmosphere. Mother Tongue Both mother tongue and the target Both mother tongue and the target language language

Features 1.

Learning is facilitated if the

1.

In a relaxing atmosphere with carpeted floor, easy chairs and classic music Baroque, integrated the use of music, the element of lecture and theater, through the reputation of the method and the instructor, students language competence, confidence and wills to communicate are reinforced.

learner discovers or creates rather than remembers and repeats what is to be learned. The learners should develop independence, autonomy and responsibility. 2. Learners in a classroom must cooperate with each other in the process of solving language problems. 3. Teachers provide single-word stimuli, or short phrases and sentences once or twice, and then 3. students must refine their understanding and pronunciation themselves. 4. Teachers utilize a set of Cuisinere rodssmall colored wooden rods of varying lengths to introduce vocabulary, verbs and 2.

Students are encouraged to be as childlike as possible, yielding all authority to the teacher. Every student is provided a new name and a new role within the target language on the first day of class. They live with a new identity rather than struggle with a foreign language. The new names also contain phonemes from the target language culture that learners find

syntax, especially about the spatial difficult to pronounce. relationships and related 4. The dialogues are presented to

prepositions as well as every aspect the students in three phases: of language ranging from comparisons to tense, the conditional and the subjunctive. 5. (a) explicative reading (b) intonational reading (c) concert Students engage in interaction activities to review the material and

Teachers use a series of colorful 5. wall charts to introduce

pronunciation models, grammatical involve new utterances as much as

Merits

1.

Students interact not only with 1. Students are willing and able to teachers but also with each other. communicate in the target language and students learn the target language in a relaxing atmosphere. 2. Easy grammatical explanation helps students learn the target language more easily.

Limits

1.

Teachers must know their teaching objectives clearly and make use of the teaching aids effectively.

1.

Students dont concentrate on the language learning because eof the music.

2.

Students speech is somewhat inaccurate grammatically and

2.

Students may be confused with

the symbols of the colored wooden phonologically. rods. 3. 3. All students need to share a common native language. Teachers must be proficient not only in the target language but also I students native language. 5. Not all teachers are skilled in

Students waste too much time struggling with a concept that would 4. be easily clarified by the teachers direct guide.

4.

It is difficult for teachers to

evaluate students progress in their acting, singing and choosing the learning process. appropriate music and not all students can appreciate the music. Teaching Aids Cuisinere rods, phonic charts, transparencies Grammar-Translation Method (G-T) A carpet, sofas, classic music tapes, flowers and pictures Direct Method (Natural Method)

Proposer/ advocator Goals

1840~1940 To learn a language in order to read its literature or in order to benefit from the mental discipline and intellectual development that result from foreign language study.

? Students can understand the target language without translation

Mother Tongue Both mother tongue and the target language

No mother tongue

Limits

Students learn the target language indirectly.

1.

It overemphasizes and distorts the similarities between naturalistic first language learning and classroom foreign language learning and it fails to consider the practical realities of the classroom.

Students just learn the knowledge of books not the common language, so they may have trouble applying their knowledge to the real social situations. 2.

It lacks a rigorous basis in applied linguistic theory. It requires teachers who are native

Students have poor listening3.

and speaking ability because they speakers or who have native like seldom practice listening and speaking. fluency in the foreign language. It is largely dependent on the teachers skill, rather than on a textbook, and not all teachers are proficient enough in the foreign language to adhere to the principles of the method. 4. Sometimes a simple brief explanation in the students native tongue would have been a more efficient route to comprehension.

Merits

With translation of the native 1

Students can learn the target

language, students can read and language directly and systematically. write the target language I an easy and meaningful way. 2 Students can learn the grammars of the target language with a systematic and correct way. 4 2 3 Students can pronounce correctly. Students can learn to use both the written form and oral form of the target language. Students can have interest in learning. Teaching Aids Textbooks and grammar books Pictures and articles related to the textbooks

Features 1.

Reading and writing are the 1.

Classroom instruction is conducted

major focus; little or no systematic exclusively in the target language. attention is paid to speaking or 2. listening. 2. Vocabulary is based on the 3. Only everyday vocabulary and sentences are taught. Oral communication skills are built up

reading text used, and words are in a carefully graded progression taught through bilingual word lists, organized around question and dictionary study and memorization. 3. The sentence is the basic unit 4. answer exchangesbetween teachers and students in small-intense classes. New teaching points are introduced

of teaching and language practice. orally before students see the written 4. 5. 6. Accuracy is emphasized. Grammar is taught deductively. 5. form. Concrete vocabulary is taught

The students native language through demonstration objects and is the medium of instruction. pictures; abstract vocabulary is taught by association of ideas. 6. Both speech and listening comprehension are taught. 7. Correct pronunciation and grammar are emphasized; grammar is taught inductively. 8. Students have to offer the interesting materials to draw students curiosity to learn the target language.